Uit Wiki reken-wiskundeonderwijs

Ga naar: navigatie, zoeken

Home   All   A   B   C   D   E   F   G   H   I   J   K   L   M   N   O   P   Q   R   S   T   U   V   W   X   Y   Z   Categorieën               Vragen               Google-zoek               Pagina toevoegen       English       intern

* intern * MaSDIV (english)



  • Project in Europees verband ivm (culturele) diversiteit
  • Doel:
    • Doen van onderzoek naar culturele diversiteit in de STEM lessen (onderbouw vo).
    • Aandacht besteden aan (na)scholing op het gebied van STEM en (culturele) diversiteit. Drie modules zullen ontwikkeld worden:
      1. Achievement-related diversity
      2. Realistic and relevant contexts
      3. Multi-cultural settings
  • Subsidie: Erasmus+ Programme, Key Action 3: support for policy reform — initiatives for policy innovation, European policy experimentations in the fields of education, training and youth led by high-level
  • 2015/C 415/08
  • Engelse titel: Supporting mathematics and science teachers in addressing diversity and promoting fundamental values (MasDIV)
  • Ingediend op 13-4-2016, goedgekeurd in najaar 2016. Looptijd 1-2-2017 tot 1-2-2020
  • Zie ook IncluSMe



Er wordt samengewerkt tussen onderzoeksinstituten uit enkele Europese landen en hun respectievelijke Ministeries van Onderwijs

Land Partner Ministerie
Duitsland Pädagogische Hochschule Freiburg (penvoerder) & IPN Kiel Ministerium für Kultus, Jugen und Sport Baden-Württemberg
Spanje University of Jaen Ministerio de educación, cultura y deporte
Turkije Hacettepe University National Ministry of Education
Cyprus University of Nicosia
Malta University of Malta Ministry for Education and Employment
Nederland Universiteit Utrecht Ministerie van onderwijs, cultuur en wetenschappen


The aim of the policy measure is to support STEM teachers (in line with ET 2020 priorities) in ensuring basic skills for all learners and in promoting fundamental democratic values through intercultural learning, respecting diversity, engaging in critical thinking and exercise judgement (Paris declaration). To reach this aim we will set up regional, specialised mathematics & science professional development (PD) centres (or attach them to existing centres) which will provide this support to teachers. These PD centres will conceptualise and offer innovative professional development courses for science and mathematics in-service teachers addressing cultural diversity.


Our integrative and highly innovative policy measure directly addresses priority 1. It supports maths and science teachers (hereafter called science teachers) to deliver inclusive education for all students, build active citizenship and foster intercultural learning. Our measure connects science education to promoting fundamental values and intercultural learning. Its core is a well-researched teaching approach, inquiry-based learning, that we expand to support combatting underachievement, in particular of learners from low socio-economic backgrounds and migrant families, and to promote a modern vision of science including social, cultural and ethical dimensions. To support teachers adopting the approach, we will design a state-of-the art professional development (PD) toolkit based on research and deliver related PD courses. An important feature of our proposal is unparalleled tandems: In each country Ministries of Education to lead the policy experimentation measure and set the frame for implementation are paired with university experts to conceptualise and deliver science teacher PD. An internationally renowned research institution will evaluate the field trials: A multi-method evaluation design with quantitative and qualitative data accompanies the process (pre-post control group design triangulated with case studies). This ensures reliable, valid conclusions on our measure’s effects and routes to up-scaling. Project coordination by a team highly experienced in managing large-scale international projects, together with the outstanding project team will ensure highest-quality delivery, largest possible impact and routes to scaling-up. Our measure fully contributes to ET2020, the Youth Report, the Paris Declaration aims and related national policies. It combats underachievement; links science, social and civil competences; and effectively supports teachers to deal with increased social, cultural and competence-related diversity in their classrooms.

Verdere toelichting

This proposal addresses priority 1 – Promoting fundamental values through education and training addressing diversity in the learning environment – through a measure that will support teachers to:

  • deliver inclusive education for all students
  • build active citizenship and
  • support intercultural learning in mathematics and science classrooms.

Our approach provides an evidence-based way to tackle current challenges in science education: Underachievement; linking science competences with social and civic competences; and effectively supporting teachers to deal with increasing social, cultural and competence-related diversity in their classrooms.

Science and mathematics (from now jointly referred to as science) are vital prerequisites for active participation in society and belong to the eight key competences as listed by the EU (cf. EU framework for key competences, EC 2007). However, across the EU, 17% of 15-year-olds underachieve in science and 22% in maths - and among students with low socioeconomic status even 36.6% (ET 2020). 13.7 million young people - those with migration backgrounds are particularly concerned here - are not in employment, education or training (Youth Report 2015). These young people are less involved in social and political life, and at risk of exclusion and marginalisation (ibid.), which in turn is a risk to our societies. Increased migration and the recent refugee influx enhance the need for inclusive education that promotes learning in groups with different competence levels and cultural backgrounds and “disadvantaged” students (see also Eurydice 2016). Science has social, cultural and ethical dimensions (e.g. the decision for or against genetic engineering in agriculture in developing countries). Therefore, science learning should be used to promote cultural awareness, critical thinking, decision making and consequently, social and civic competences (cf. EC 2007). However, conventionally, science education has focused on the ‘learning of science’ (Hazelkorn et al. 2015). This means pure science detached from societal implications, as opposed to learning ‘of and about science’. The latter fosters young peoples’ understanding of the nature, applications and implications of science and thus, they learn principles and competences vital in democratic, pluralistic and increasingly multi-cultural European societies. In this sense, science education is also citizenship education as envisaged by the Paris declaration 2015 and ET2020.

Delivering inclusive science education linked to citizenship education is, however, not a trivial task. Consequently teachers need support (EU-WG MST 2013, EU-WG PD 2013, Arjomand et al. 2013). Here, we find shortcomings in Europe. Experts have marked out a need to substantially improve the quality of science PD offers (Hazelkorn et al. 2015) and mismatches exist between teachers’ expressed need for training in suitable approaches and the course offerings available (Eurydice 2015).

A lack of adequate PD offers and an increased need for inclusive science education approaches (due to increased diversity in classrooms) concerns all countries in the proposal. And, in all partner countries, policy has recognised the need to better support science teachers in these areas.

Our Policy experimentation will concern a measure suitable to jointly address the challenges described. Transnational cooperation will provide ways forward in transferring and scaling up this innovative measure.


Versies van dit document

  • 20170530, eerste consortium meeting (Duitsland)
  • 20170309, eerste bijeenkomst in NL
  • 20161223, goedgekeurd
  • 20161013, proposal ingediend
  • 20160708, preproposal goedgekeurd
  • 20160413, ingediend
  • 20160411, wikiteam
Persoonlijke instellingen